T H R E E -­ G E N R E L E S S O N P L A N S The Great Chicago Fire Grade/Subject: 6th grade ELA Mengyan Wang Peabody College, Vanderbilt University ENED 3400 Reading & Learning with Print & New Media RATIONALE This mini-unit of multiple genres is designed for a 6th grade English Language Arts class.
The unit presents three 60-mintute lessons around the topic of the Great Chicago Fire that
burned from Sunday, October 8, to early Tuesday, October 10, 1871. The fire is regarded as one
of the largest U.S. disasters of the 19th century as it took nearly 300 lives away, left more than
100,000 residents homeless and destroyed approximately 3.3 square miles of land in Chicago,
Illinois. I chose this topic because I think it is an important part of U.S. history that 6th graders
should know about and the book The Great Fire by Jim Murphy is a great material for students
to learn literacy skills.
For this unit, I use multi-genre texts including a prose, a poetry, a video and songs to activate
students’ background knowledge, engage students in the reading comprehension using different
reading strategies, and deepen students’ understanding of this historical event. This three-lesson
unit is also designed for the full implementation of the Common Core State Standards in the
classroom, as students get many opportunities to practice reading multi-genre texts and writing
journal entries in response to these texts.
STANDARDS CCSS.ELA-LITERACY.RI.6.2
Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in
a text (e.g., through examples or anecdotes).
CCSS.ELA-LITERACY.RI.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the
text.
CCSS.ELA-LITERACY.RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as
well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-LITERACY.RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or
viewing an audio, video, or live version of the text, including contrasting what they "see" and
"hear" when reading the text to what they perceive when they listen or watch.
CCSS.ELA-LITERACY.W.6.2.A
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.6.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.6
Use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a
minimum of three pages in a single sitting
OBJECTIVES 1. SWBAT analyze different kinds of texts (print, video, song, etc.) around the topic of the
Great Chicago Fire and present the key ideas through writing journal entries (e.g. a 25word summary).
2. SWBAT clarify the meaning of key vocabulary related to the Great Chicago Fire with the
help of vocabulary tools online such as Wordsift and apply the vocabulary to their own
writing.
3. SWBAT create a timeline to show the sequence of the fire event based on the information
provided by the video and the poem.
4. SWBAT analyze the poem and lyrics and compare and contrast points of view about the
Great Chicago Fire.
5. SWBAT compare and contrast different points of view among themselves and group
member and agree on the best way to present the story of the excerpt of the book The
Great Fire.
6. SWBAT use the information gathered from the multi-genre texts to describe the fire
event as well as to write from another person’s point of view.
7. SWBAT use technology and online resources such as Glogster to synthesis the
information and knowledge they gained from this unit.
8. SWBAT interact and collaborate in pairs and in groups to work on a project (e.g.
timeline, poster, etc.).
TEXTS The Great Fire by Jim Murphy
The Great Fire of 1871 was one of the most colossal disasters in
American history. Overnight, the flourishing city of Chicago was
transformed into a smoldering wasteland. The damage was so profound
that few people believed the city could ever rise again.
It all began one Sunday evening when a small fire broke out inside the
O'Learys' barn. The panic was slow to build at first. People ignored the
danger signals, and even the fire department was unable to locate the
fire. This city, built of wood, was connected by hundreds of miles of
wooden sidewalks and roads. In time, wild flames, fueled by a steady
wind, engulfed everything in their path. As people took to the crowded
streets, hours of mounting chaos, fear, and panic followed before the
relentless flames were halted. When at last they were, a new kind of
drama was only just beginning. Nearly 100,000 people were homeless
and searching through the burnt rubble for their families.
By weaving personal accounts of actual survivors together with the
carefully researched history of Chicago and the disaster, Jim Murphy
constructs a riveting narrative that recreates the event with drama and
immediacy. And finally, he reveals how, even in a time of deepest
despair, the human spirit triumphed, as the people of Chicago found the
courage and strength to build their city once again.
(Summary Retrieved from https://www.scholastic.com/teachers/book/greatfire#cart/cleanup)
The Great Chicago Fire by Julia A. Moore
http://www.poemhunter.com/poem/the-great-chicago-fire/
The American poet Julia Ann Moore was inspired by the Great
Chicago Fire and wrote this poem. Students will read this
poem for two purposes: understanding the sequence of the
Great Chicago Fire and determining the author’s point of view
of the fire.
Songs from the Fire
Available from the Great Chicago Fire & the Web of Memory
http://www.greatchicagofire.org/songs
1. Found in “Passing Through the Fire,” by George F. Root
One of three songs in this library by George F. Root, of the
Chicago
firm of Root & Cady. Note that the verses are to be
sung con fuoco (with fire). It is performed by Patrice Michaels,
soprano.
2. Found in “Pity the Homeless, or Burnt Out,” by James R.
Murray
A waltz published in Boston. The song is performed by Patrice
Michaels, soprano.
Students will analyze these two songs and determine the
authors’ feelings towards the Great Chicago Fire. They will
also write a journal on the postcard based on the lyrics of the
songs.
(Introductions Retrieved from
http://www.greatchicagofire.org/songs)
TECHNOLOGY/WEBSITES Pictures: Great Chicago Fire 1871: The Second City Goes Up In Flames, 141 Years Ago
(PHOTOS)
http://www.huffingtonpost.com/2012/10/08/great-chicago-fire-1871-thesec_n_1948792.html#slide=1616645
Poem: The Great Chicago Fire by Julia A. Moore
http://www.poemhunter.com/poem/the-great-chicago-fire/
Songs from the Fire
http://www.greatchicagofire.org/songs
Video Clip: Great Chicago Fire 1871
http://www.youtube.com/watch?v=a3Q3wwRAGiw
Web Tools:
http://wordsift.com/visualize
http://www.thefreedictionary.com (Words & Dictionary)
http://www.tiki-toki.com
http://timeglider.com (Timeline)
http://www.glogster.com/ (Glogster)
PRE-­‐READING ACTIVITIES LESSON 1
Blasting Fuse: Do you know about the Great Chicago Fire that happened in 1871? According to
your own experience, what may cause a fire? What can lead to the spread of a fire?
LESSON 2
Visualizing the Fire: Look at the pictures Great Chicago Fire 1871: What is your impression of
the fire? Was it serious? How much damage do you think the fire caused?
LESSON 3
What do you think?: Imagine you were in the 1871 Chicago. How would you feel as a survivor
of the fire? Whom or what did think of when facing the fire?
READING LOG/RESPONSES TO TEXT LESSON 1
25-Word Summary: For students to complete while reading the excerpt of the book The Great
Fire by Jim Murphy.
LESSON 2
Comprehension Constructor “Tips for Reading a Poem”: Students will use this comprehension
constructor to build on their prior knowledge and track their thinking about the poem.
LESSON 3
Signature Line: A form for students to write down the lines from the lyrics that they think
resonate with them most or that they think are the most important.
Glogster: Students will create a Glogster using different genres of information they have learned
from this mini-unit.
GROUP ACTIVITIES •
•
•
•
•
Pair-Share
Small group discussion
Large group discussion
Small group presentations
Large group presentations
ASSESSMENTS LESSON 1
25-Word Summary: Completed in class.
Exit Card Reflection: Write about something new you learned today about the Great Chicago
Fire and your predictions for the story.
LESSON 2
Comprehension Constructor of the Poem: Students track their own thinking and guide their
understanding of the poem.
Timeline of the Great Chicago Fire: Students will create a timeline of the event based on the
poem they read and the video they watch. It can examine the information they get from text.
LESSON 3
Signature Line: Students fill in the form to track their own thinking and determine what they
think is the most important information the lyrics convey.
Postcard Reflection: The writing of a postcard can help students reflect on what they have
learned in this mini-unit about the Great Chicago Fire and use information gathered from multigenre text to write from another person’s point of view.
Glogster: Students will create a Glogster as a multi-media synthesis of information they have
learned from this mini-unit.
LESSON PLANS Lesson 1: A City Ready to Burn
60-minute block
LESSON 1 MATERIALS
Copies of the excerpt of the book The Great Fire by Jim Murphy; Smartboard/projector;
computers and Internet access; exit cards; poster sheet
TIME
3 minutes
2 minutes
30 minutes
8 minutes
12 minutes
5 minutes
STUDENT ACTIONS
Pre-Reading Activity: Do you know
about the Great Chicago Fire that
happened in 1871? According to your
own experience, what may cause a fire?
What can lead to the spread of a fire?
Participate in large group discussion:
Share your answer with the whole class
Read the excerpt A City Ready to Burn
from The Great Fire individually;
highlight unfamiliar vocabulary and
the indicators that a fire may break out;
share with group of four the
highlighted vocabulary and sentences;
clarify the meaning of the words in
small groups with the help of Wordsift
and Free Dictionary.
Write a 25-word summary of the
excerpt
Share the summary with the group of
four; discuss the differences among the
summaries and then agree on and
construct a group summary of 25
words or less on a poster; present
group summaries
Exit Card: What did you learn today?
What do you think will happen next in
the story?
TEACHER ACTIONS
Walk around; answer questions
Write on the board the brainstorming
ideas from students
Distribute the excerpts to students; ask
students to read the story; model how
to highlight unfamiliar vocabulary and
sentences relevant to the question on
the board, and how to use the online
tools to understand the vocabulary;
walk around; answer questions
Walk around; observe students
working; answer questions
Explain the 25-Word Summary
activity to students; pass out a poster
sheet to each group; invite students to
share their summary within the group
and then share the group summaries
with the whole class
Collect exit cards as students exit
Lesson 2: Fire!
60-minute block
LESSON 2 MATERIALS
Copies of the poem The Great Chicago Fire by Julia A. Moore; Copies of the comprehension
constructor Tips for Reading a Poem; Smartboard/projector; access to computers and Internet
TIME
STUDENT ACTIONS
TEACHER ACTIONS
2 minutes
3 minutes
20 minutes
8 minutes
20 minutes
7 minutes
Pre-Reading Activity: Look at the
pictures from Great Chicago Fire
1871: What is your impression of the
fire? Was it serious? How much
damage do you think the fire has
caused?
Pair-Share: Share the answer to the
question with a partner
Listen to the teacher explain the day’s
activity and read the poem The Great
Chicago Fire by Julia A. Moore; read
the poem in pairs; imitate the rhythm
and tone of the teacher; complete the
comprehension constructor Tips for
Reading a Poem
Watch video clip Great Chicago Fire
1871
Create a timeline of the fire based on
the poem and the video in groups of
four; use Tiki Toki or Timeglider online
Share the timelines with the whole
class
Show students pictures of the fire on
the Smartboard; walk around; answer
questions
Ask students to share their answer in
pairs; listen to students answering each
other’s questions; observe students
engaging in pair-share activity
Explain to students that the day’s
activity is to create a timeline of the
Great Chicago Fire based on a poem
and a video; pass out the poem and the
comprehension constructor; model
reading the poem
Play video clip on
Smartboard/projector
Ask students to create a timeline in
groups; explain how to use the online
timeline-making tools
Observe students sharing their
timelines
Lesson 3: How Would I feel?
60-minute block
LESSON 3 MATERIALS
Copies of the lyrics of Passing Through the Fire and Pity the Homeless; Copies of the poem The
Great Chicago Fire by Julia A. Moore; Signature Line form; access to computers and the
Internet; printer; loudspeaker; a postcard sample
TIME
2 minutes
3 minutes
22 minutes
STUDENT ACTIONS
Pre-Reading Activity: Imagine you
were in the 1871 Chicago. How would
you feel as a survivor of the fire?
Whom or what did you think of when
facing the fire?
Participate in small group discussion
TEACHER ACTIONS
Walk around; answer questions
Observe students engaging in small
group discussion
Listen to the teacher explain the day’s Explain that the day’s activity is to
activity; ask questions; read the poem determine the views about the Great
by Moore again; listen to the two songs Chicago Fire held by different authors
30 minutes
the teacher plays; analyze the lyrics
and determine the authors’ points of
view about the Great Chicago Fire;
complete the Signature Line form
Write a postcard: Imagine you
witnessed and survived the fire. What
are you eager to say to the people who
are most important to you? Pick your
favorite picture from Great Chicago
Fire 1871 and print it out. Write what
you want to say most about the fire on
the other side so that you can make it a
postcard.
and to sympathize with the people who
suffered the fire; explain what the
Signature Line is for
Show students what a postcard is like;
explain the day’s activity; walk
around; observe students working;
answer questions
3 minutes
Turn in postcards
Collect postcards as students exit
Homework: Glogster: Students will create a Glogster by themselves that includes a
collection/collage of pictures, video clips, captions, written pieces related to the Great Chicago
Fire. It serves as a synthesis of what they have learned about the Great Chicago Fire in the class
as well as their own resources and views about the fire. Students will present their Glogsters to
the class.
APPENDIX A Excerpt from THE GREAT FIRE
by Jim Murphy
A City Ready to Burn
It was Sunday and an unusually warm evening for October eighth, so Daniel "Peg Leg"
Sullivan left his stifling little house in the West Side of Chicago and went to visit neighbors. One
of his stops was at the shingled cottage of Patrick and Catherine O'Leary. The one-legged
Sullivan remembered getting to the O'Leary's house at around eight o'clock, but left after only a
few minutes because the O'Leary family was already in bed. Both Patrick and Catherine had to
be up very early in the morning: he had to set off for his job as a labourer; she to milk their five
cows and then deliver the milk to neighbors.
Sullivan ambled down the stretch of land between the O'Learys' and their neighbor, crossed
the street, and sat down on the wooden sidewalk in front of Thomas White's house. After
adjusting his wooden leg to make himself comfortable, he leaned back against White's fence to
enjoy the night.
The wind coming off the prairie had been strong all day, sometimes gusting wildly, and
leaves scuttled along the street; the sound of laughter and fiddle music drifted through the night.
A party was going on at the McLaughlins' to celebrate the arrival of a relative from Ireland.
Another neighbor, Dennis Rogan, dropped by the O'Learys' at eight-thirty, but he, too, left when
he learned the family was in bed.
Fifteen minutes later, Sullivan decided to go home. As the driver of a wagon, he would need
every ounce of strength come morning. It was while pushing himself up that Sullivan first saw
the fire — a single tongue of flame shooting out the side of the O'Learys' barn.
Sullivan didn't hesitate a second. "FIRE! FIRE! FIRE!" he shouted as loudly as he could.
Running clumsily across the dirt street, Sullivan made his way directly to the barn. There was no
time to stop for help. The building was already burning fiercely and he knew that in addition to
five cows, the O'Learys had a calf and a horse in there.
The barn's loft held over three tons of timothy hay, delivered earlier that day. Flames from
the burning hay pushed against the roof and beams, almost as if they were struggling to break
free. A shower of burning embers greeted Sullivan as he entered the building.
He untied the ropes of two cows, but the frightened animals did not move. On the other side
of the barn, another cow and the horse were tied to the wall straining to get loose. Sullivan took a
step toward them, then realized that the fire had gotten around behind him and might cut off any
chance of escape in a matter of seconds. The heat was fiercely intense and blinding, and in his
rush to flee, Sullivan slipped on the uneven floorboards and fell with a thud.
He struggled to get up and, as he did, Sullivan discovered that his wooden leg had gotten
stuck between the two boards and come off. Instead of panicking, he began hopping toward
where he thought the door was. Luck was with him. He had gone a few feet when the O'Learys'
calf bumped into him, and Sullivan was able to throw his arms around its neck. Together, man
and calf managed to find the door and safety, both frightened, both badly singed.
A shed attached to the barn was already engulfed by flames. It contained two tons of coal for
the winter and a large supply of kindling wood. Fire ran along the dry grass and leaves, and took
hold of a neighbor's fence. The heat from the burning barn, shed and fence was so hot that the
O'Learys' house, forty feet away, began to smolder. Neighbors rushed from their homes, many
carrying buckets or pots of water. The sound of music and merrymaking stopped abruptly,
replaced by the shouts of "FIRE!". It would be a warning cry heard thousands of times during the
next thirty-one hours.
From The Great Fire. Copyright © by Jim Murphy
(Excerpt Retrieved from http://aam.govst.edu/projects/bwinicki/Documents/murphy_excerpt.doc)
APPENDIX B The Great Chicago Fire
by Julia A. Moore
The great Chicago Fire, friends,
Will never be forgot;
In the history of Chicago
It will remain a darken spot.
It was a dreadful horrid sight
To see that City in flames;
But no human aid could save it,
For all skill was tried in vain.
In the year of 1871,
In October on the 8th,
The people in that City, then
Was full of life, and great.
Less than four days it lay in ruins,
That garden City, so great
Lay smouldering in ashes,
In a sad and pitiful state.
It was a sad, sad scene indeed,
To see the fire arise,
And hear the crackling of the flames
As it almost reached the skies,
And sadder still, to hear the moans,
Of people in the flames
Cry for help, and none could get,
Ah, die where they remained.
To see the people run for life;
Up and down the blazing streets,
To find then, their escape cut off
By the fiery flaming sheets,
And others hunting for some friend
That perhaps they never found,
Such weeping, wailing, never was known,
For a thousands miles around.
Some people were very wealthy
On the morning of the 10th.
But at the close of the evening,
Was poor, but felt content,
Glad to escape from harm with life
With friends they loved so well,
Some will try to gain more wisdom,
By the sad sight they beheld.
Five thousand people were homeless,
Sad wanderers in the streets,
With no shelter to cover them,
And no food had they to eat.
They wandered down by the lake side,
Lay down on the cold damp ground,
So tired and weary and homeless,
So the rich, the poor, was found.
Mothers with dear little infants,
Some clinging to the breast.
People of every description
All laid down there to rest,
With the sky as their covering,
Ah, pillows they had none.
Sad, oh sad, it must have been,
For those poor homeless ones.
Neighboring Cities sent comfort,
To the poor lone helpless ones,
And God will not forget them
In all the years to come.
Now the City of Chicago
Is built up anew once more,
And may it never be visited
With such a great fire no more.
(Poem Retrieved from http://www.poemhunter.com/poem/the-great-chicago-fire/)
APPENDIX C Lyrics of Songs from the Fire
Passing Through the Fire by George F. Root
1. Flames! flames! terrible flames!
How they rise, how they mount, how they fly.
The heavens are spread with a fierce lurid glare,
Red heat is filling the earth with air,
While, mercy! mercy! We hear the despairing ones cry.
Passing thro' the fire! passing thro' the fire,
And it is our Father's hand,
Tho' we may not understand
Why we're passing thro' the fire,
passing thro' the fire!
2. Flames! flames! terrible flames!
How they sweep, how they rush, how they roar.
See the hideous tongues round the roof,
tree and spire,
As swells their wild carnival higher and higher,
Till falling! crashing! Our glorious
city's no more.
3. Flames! flames! terrible flames!
What a fearful destruction they bring.
What suff'ring and want in their train follow fast,
As forth on the streets homeless
thousands are cast,
But courage! courage! From the mid'st of the
furnace we sing.
Pity the Homeless, or Burnt Out by James R. Murray
1. Pity the homeless, pity the poor,
By the fierce Fire fiend forced to your door;
List to their pleading, list to their cry,
Pass them not heedlessly by,
Roused from their slumbers, peaceful and sweet,
Hastening in terror into the street,
Leaving behind them treasure most dear,
Flying in anguish and fear...
Pity the homeless, pity the poor,
By the fierce Fire fiend forced to your door;
List to their pleading, list to their cry,
Pass them not heedlessly by.
2. See how the Fire king leaps in his joy!
As his dead minions haste to destroy;
See how the homes, once peaceful and fair,
Wrapped in the flames, melt in air.
Haste then, and help them, who from their home
Shelterless, foodless, wearily roam.
Pity their anguish, list to their prayers,
Lighten their labors and cares.
(Lyrics Retrieved from http://www.greatchicagofire.org/songs)
APPENDIX D Signature Line Form
Most Important Information
Name:_____________________________________________________________
Name of Text: ________________________________________________________
Signature Line
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Text Page #
This is a signature line
because:
APPENDIX E Tips for Reading a Poem
1. Read the poem all the way through, twice.
2. Think about any background knowledge that you have that will help you connect to the
people, animals, or objects in the poem.
3. Try to make a picture in your head of what’s happening in the poem.
(Insert Poem)
4. What do you think the poem is about?
Textual evidence
Background knowledge
APPENDIX F Pictures: Great Chicago Fire 1871: The Second City Goes Up In Flames, 141 Years Ago
(PHOTOS)
(Photos Retrieved from http://www.huffingtonpost.com/2012/10/08/great-chicago-fire-1871-thesec_n_1948792.html#slide=1616645)